Sticky Hand Prefix Game

STICKY HAND PREFIX GAME; WORD WORK

TEACHER:   First, I wrote words with  the prefixes pre, un, dis, mis and re on heavy paper.  On the back of each card I wrote the prefix and the meaning; pre/before, re/again, un/not, mis/wrong and dis/not. When teaching the students I explained that adding words in our schema (learning more words) helps us to be intelligent (helps us to be smarty pants).   I told the students that a prefix comes before a word and changes the meaning of the word.  Then the students repeated, " a prefix comes before a word and changes the meaning of the word."  Then, we read the words on the cards as a class and discussed their meanings.  Ex. Re means again; Rewrite means to write again. Ex. Un means not,  Unwise means not wise.  Then, I showed this video from utube on prefixes.
http://www.youtube.com/watch?v=mRdMYuNeAng&feature=related
Next,  I had students partner up and teach each other everything they know about prefixes.  During this time, they look at each other and take turns telling the other everything they know about prefixes.  They would say what they remembered from the lesson I taught, what they learned from the video and everything else they know about prefixes.  GAME:  Students went in groups of 7. I spread the words out on a table or floor.   One student picks up a word with the sticky hand ( I bought them from Oriental Trading Co.),  keeps that card and passes the sticky hand to the next person.  Then, that person is  to write a sentence using the word they picked up.  They can look at the back of the card if they can't remember what the prefix means.  When they are done writing their sentence, they put the word back on the table or floor with the other cards in order to get another turn.  The sticky hand is passed around in a circle to each person.  They miss their next turn if they don't have their sentence written. This was one of the best authentic  activities I've done this year.  

Sticker Story

Sticker Story; students love, love, love this!

Students make a picture with 4 stickers, crayons and markers.  When they are done with their picture, they are to write a story to go with their picture.  Students love to do this and are motivated to write a story. When they are done writing their story, they are to use the thesaurus to make their story more interesting.  

How to teach Nonfiction Books

Anchor Chart for Teaching Nonfiction   

Students need to be taught how to read nonfiction books!
The author's purpose for writing nonfiction is to give information and sometimes to persuade the reader. I made this anchor chart by utilizing pictures from books, you could also obtain pictures from the net.  

Bulletin board using anchor chart

Bulletin Board Using Deeper Meaning Anchor Chart

HIGHER LEVEL THINKING; ANALYSIS OF THE TMEME OR DEEPER MEANING

To make this bulletin board I utilized deeper meaning anchor chart above.

Next, I read the picture book, The Librarian of Basra,  to my students.  On one paper the students wrote down the conflicts of the story.  On another, they wrote down the setting of the story.  On another, they wrote down character traits of the librarian. To figure out the character traits the students focused on what the librarian did and that translated to a character trait.  Ex. She saved the books even when the governor told her not to; so she was brave. On the bottom of the board, the students wrote the deeper meaning of the book. To find the deeper meaning the students focused on what the characters did that was good and bad.  Ex. A war was started, so the deeper meaning was peace.  Ex. The librarian saved the books, so the deeper meaning was that books are the key learning. This bulletin board can then be used as a spring board, when teaching comprehension of other books.  It is easy to do! It  is meaningful, and the students have ownership in it.  Most of my bulletin boards this year relate to reading comprehension and can be used K-12th grade.

Author's Message

Teach author's message with this anchor poster.  

Higher level thinking analysis.

I made this poster with bubble letters from the computer and colored it with crayon. When teaching author's message I refer to the anchor poster above. I tell the students that the author's message, is a message that they can apply to their own lives. The author's message is the big idea of the story.  Even though a book may have animals as characters in the book, the message from the book can be applied to their lives.  To figure out the author's message, the students need to think about what the characters in the story did right and what they did wrong.   When teaching the author's message, practice it by reading several short stories.  It will take practice.  There can be several answers for each story and students may think of a message that the teacher did not (that's exciting).  When teaching author's message, you are teaching higher level thinking skills!
Examples of books and author's  message:
The Little Red Hen: To obtain things in life, you need to work hard ex. if you work hard in school you will obtain a great education ; the golden rule
The Farmer by Mark Ludy : Persevere when something is difficult and you will get through it; be kind to others even when they are not kind to you; hard work pays off; help others; be kind to people and animals; be thankful to God for what you have; pray in good times and bad times
Swimmy by Leo Lionni:  When you have a problem try to solve it; enjoy nature; teamwork
Little House On The Prairie by Laura Ingals Wilder:  Don't judge a whole group of people by the actions of some; persevere; you can get enjoyment out of the simple things in life

Doubling rule using wikki sticks

STUDENTS LEARN THE DOUBLING RULE IN  SMALL OR LARGE GROUPS USING MANIPULATIVES; WIKKI STICKS AND SMALL SQUARES OF PAPER WITH V (FOR VOWEL) AND C (FOR CONSONANT) ON THEM!

Teacher directions:  If you are doing this as a center; write the rule on an envelope and give an example.  If you are doing this as a large group, write the rule on the board.   IF THE WORD ENDS IN VC (vowel/consonant), DOUBLE THE LAST LETTER OF THE ROOT WORD AND ADD ING (THE SUFFIX). IF THE WORD ENDS IN CC (consonant/consonant)  JUST ADD ING (THE SUFFIX) TO THE BASE WORD. Next, if you are doing this as a center, write words on paper strips that you want them to  add a suffix to. Ex. slip, swim, walk.   If you are doing this as a large group, you can write words on the board.  Next, cut wikki sticks the length to underline 2 letters. Then, cut 3 small squares of heavy paper for each student. On  one square write the letter V (for vowel),  and on 2 squares print the letter C (for consonant) on each.

Student directions:  Students underline the last two letters of the  base word with the wikki stick from one of the words written on paper strips.  Next, they put the small squares on top of the two letters they underlined ( VC if the last two letters are a vowel/ consonant or CC if the last two letters are both consonants).  If it is a VC the students double the last letter of the base word and add ing (the suffix). If it is CC the students just add the suffix. Students write their answers on white boards or paper.  Next, they turn the paper  strip over and check it.  They make corrections if they need to and then write a sentence with that word.
Accountability:  The teacher checks their answers from the white board,  or paper. Therefore, if they use a white board they put all of their answers on the board and don't erase it until the teacher checks it.

Doubling rule 

Plurals center s or ies: check with magnetic wand

Fun, students check with a magnetic wand

Plurals center with magnetic wand

Teacher directions:  On the outside of an envelope write the rule.  If the word ends in a vowel y (VY) students add s to the word.  If the word ends in a consonant y (CY) students change the y to i and add es.

Next, write words on strips of paper that students are going to change into a plural, and write the answers on the back for students to be able to check.  PUT A PAPER CLIP ONTO EACH STRIP SO STUDENTS CAN TURN IT OVER WITH THE MAGNETIC WAND TO CHECK / THE FUN FACTOR.

Student directions: A group of students write the word on a white board or paper and underline the last two letters and put the code on top (CY OR VY).  NEXT, they add s or change the y to i and add es. Next, one student turns it over by touching the paper clip to the magnetic wand.  Students make corrections.

Teacher accountability:  Teacher check papers or white boards.